Archives

New reports on current SEL Initiatives

  • Balanced Local Assessment Systems Include SEL Thinking

    By: Rick Stiggins, Pearson Assessment Training Institute   Learning Sciences International has released a panel report detailing recommendations for the creation of local school district assessment systems designed to maximize student learning success by meeting the needs of all assessment users from the classroom to the boardroom. The report is coauthored by assessment experts Sue Brookhart, Dylan Wiliam, Jay McTighe, and me. Among the active ingredients in the systems we envision are the following: Attention to a diversity of assessment purposes (users and uses) Clear and appropriate learning targets, and Appropriate levels of assessment literacy among those who develop and implement local systems. Each of these offers an opening from which to see SEL as a key component of balanced […]

  • Why Invest Time in SEL Assessment?

    By Clark McKown, xSEL Labs   In my conversations with educators, the issue of assessment time has come up a lot lately. Here’s the issue: On the one hand, many educators like the idea of directly assessing student social and emotional skills; and those who do want high-quality and informative assessment data. On the other hand, no one wants to replace instructional time with assessment time. My colleagues and I at xSEL Labs understand this tension. It’s the main reason we updated SELweb EE, our early elementary SEL assessment, so that it will take about 30 minutes, rather than the current 40+ minutes, while still providing the same high technical quality. Still, the problem doesn’t go away with a reduced […]

  • Finding Quality SEL Assessments

    By: Dr. V. Scott H. Solberg, Boston University   A few years back I had the privilege of introducing my social emotional learning (SEL) assessments and curriculum at a luncheon held in the Harvard Club, New York City.  After the presentation, a school principal from the Bronx came up to me to share a story.  Initially, he was convinced that our SEL assessments were not valid because the results reported one of their students – who happened to be at the top of her class – was somehow highly at-risk for school failure.  This was inconceivable.  Thankfully, the school counselor followed up with the student and found out she had recently tried to commit suicide.  While her grades and attendance were […]

  • The SEL Assessment Guide turns 6-months old. What are we learning?

    It’s been almost six months since our SEL Assessment Guide launched and we are very excited about our success with engaging users and impacting practice. In this week’s blog, we’ll share what we are learning about how many users we are reaching, who our users are, and what they are saying about their experience with the Guide. Since we launched in November, our SEL Assessment Guide has seen more than 14,000 users, coming from all fifty US states and 68 countries. The majority of users coming to the site (57% of users) identify as a practitioner working in a school or district, which is encouraging, since that was our target audience. Insights from User Behavior Thanks to the magic of […]

  • SEL Field Notes: Keeping you informed on the latest in SEL

    This newsletter is curated by the American Institutes for Research and CASEL for the MeasuringSEL Collaborator Network and aims to keep you engaged with news, research, and resources relevant to the field of social and emotional learning.   Research Grantmakers for Education: Trends in education philanthropy Grantmakers for Education’s Trends in Education Philanthropy: Benchmarking 2018-19 offers insights on the current and evolving priorities of the education funding community. The report, based on a survey of 91 education philanthropists, can help funders to understand their role in supporting education innovation and identify future priorities that hold the greatest promise for benefiting America’s learners. Piccolo, L. R., Merz, E. C., & Noble, K. G. (2019). School climate is associated with cortical thickness and executive […]

  • Recipe for Success: Social-Emotional Learning as an Important Ingredient within a Multi-Tiered System of Support

    By: Clayton Cook, PhD, University of Minnesota Twitter: @ClayCook_PhD Delivery of school-based services and supports is perhaps best conceptualized within a multi-tiered system of support (MTSS). Like a computer’s operating system that helps organize software and programs so a user is able to navigate and access what they need, MTSS helps schools organize the delivery of a continuum of supports so students are able to access the level of supports they need to be successful inside and outside of school.  Moreover, MTSS emphasizes the importance of data-based decision making in order 1) for educators to make timely decisions regarding student need and 2) for continuous improvement decisions regarding the delivery of supports with fidelity that aim to promote desired student […]

  • Students are Like Icebergs: Their Attitudes Are Deep!

    By Michael E. Bernard, Ph.D. Attitudes are especially important to a young person’s wellbeing. The iceberg model above illustrates the powerful influence that attitudes have on how young people, think, feel, and behave. Much of my work with young people has focused on helping young people to become aware of and re-structure their negative attitudes into positive ones –this does a lot to help eliminate or reduce in frequency and intensity their emotional and behavioral difficulties as well as promote highest levels of wellbeing. Negative Attitudes are main contributors to the following five social-emotional difficulties of young people: feeling worried, feeling down, feeling angry, procrastination (feeling demotivated), and not paying attention. You know how important self-talk is to student wellbeing […]

  • SEL Assessment Must be Strengths-based, But What Does That Mean?

    By Jeremy Taylor and Lindsay Read, CASEL It’s been about three months since the SEL Assessment Guide was released. Nearly 8,200 users from all 50 states and 131 countries have visited the Guide and hundreds have shared feedback with us. One of the many excellent questions we often receive is: “what does it mean that a measure must be “strengths-based” to appear in the Guide?” In this blog post, we attempt to provide an answer to that question, and also bring more clarity to the similarities and differences between the fields and practices of SEL and mental/behavioral health. What does strength-based competency assessment mean?  SEL competencies are essential knowledge, skills, attitudes, and mindsets that individuals need to succeed in life. […]

  • Comparing and Aligning SEL Frameworks: Helpful New Approaches and Tools

    By: Dale A. Blyth   In previous blogs about the series of Framework Briefs created as part of Measuring SEL, I have written about the importance of SEL Frameworks to help unite what we do as well as ten criteria for selecting one,  and the importance of using both equity and developmental lenses when considering which  frameworks might work best for your SEL initiative.  Today we release the new Comparative Series of Three SEL Framework Briefs that represent three very different efforts to look across frameworks and help you compare where they come from, how they are aligned or misaligned, and how states are using frameworks in building their K-12 SEL learning standards.  They represent cutting edge approaches to understanding frameworks […]

  • Socially and Emotionally Safe – and Hopeful!

    By Tim Shriver, Co-Chair of the National Commission on Social, Emotional, and Academic Development and Chair of the CASEL Board More than thirty years ago when I was a teacher at a high school in New Haven, Connecticut, a student standing just a few feet from me during dismissal was shot. I went home that day with his blood on my clothes and the shocking immediacy and stark reality of a challenge on my mind. My colleagues and I, guided by the child development based systems reform work of Dr. James Comer and the social competence promotion work of Dr. Roger Weissberg and supported by our principal and superintendent, began shaping a strategy to put the needs of children—all their […]

  • Work Group (AWG) New Year’s Resolutions for 2019

    By: Jeremy Taylor, Jordan Trejo, and Roger Weissberg (CASEL)   In December we reflected on the progress the AWG made in 2018 to advance SEL assessment. Now we’d like to share the exciting work we have planned for the coming year. In 2019, our efforts will focus more on ensuring that educators across the world can effectively use the SEL assessment resources and tools we have created during the past two years. We will accomplish this through: Improving what we offer and how we share it, Engaging an expanding array of educators to foster broad and effective use of SEL measures, and Planning for the future as we strategically anticipate what is needed to enhance the use of data to […]

  • Bridging Research & Practice to Expand the Definition of Student Success

    By Katie Buckley & Sara Krachman   A large and growing body of research demonstrates that success in life requires both academic and social-emotional skills. When young people develop these interconnected sets of competencies, they are more likely to be healthy, engaged in their communities, financially secure, and empowered to pursue goals of their own choosing. Inspired by this body of research, Transforming Education (TransformEd) and NewSchools Venture Fund (NewSchools) have embarked on a multi-year partnership to support schools in expanding their definition of student success to include academics, social-emotional competencies, and the positive learning environments that support students’ development in both of these domains. Through this partnership, TransformEd provides school leaders with the data, research, and support they need […]